HSP T4 2005 biology

8/7/2019 HSP T4 2005 biology

1/51

THEME : INTRODUCING BIOLOGY

LEARNING AREA : 1.0 INTRODUCTION TO BIOLOGY

Learningobjectives

Suggested Learning Activities Learning Outcomes

1.1UnderstandingThe study ofBiology

Carry out small group discussion on the followingand present the findings :

a) What is the study of Biology?

b) The importance of Biology with respect tothe study of living things, environment,interaction between living things and theenvironment.

Construct a concept map based on informationgathered on the different fields of study andcareers related to Biology.

Small group discussion on the importance of thefollowing :a) Acquiring scientific skills,b) Scientific method,c) Practising scientific attitudes and noble

values.

A student is able to :

State what the study of Biology is,

Explain the importance of Biology,

List the different fields of study in Biology,

List the careers related to Biology,

State various ways of studying Biology,

1

8/7/2019 HSP T4 2005 biology

2/51

The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activities

stated under the column suggested Learning Activities are givenwith thw intention of providing some guidance as to how learningoutcomes can be achieved. A suggested activity may cover one ormore learning outcomes. At the same time, more than one activitymay be suggested for a particular learning outcome. Teachersmay modify the suggested activity to suit the ability and style oflearning of their students. Teachers are encouraged to designother innovative and effective learning activities to enhance thelearning of biology.

2

8/7/2019 HSP T4 2005 biology

3/51

Learning

objectives


1.2Applyingscientificinvestigation

Observe a situation and identify all the variables.Suggest a question that is suitable for a scientificinvestigation. Discuss to :

a) Form a hypothesis,b) Plan the method of investigation including

selection of apparatus and workprocedures.

Carry out an experiment :

a) To collect and tabulate data,b) Present data in suitable form,c) Interpret the data and draw conclusion,d) Write a complete report.

Carry out an experiment on the making of breadusing yeast in the absence and presence of

sugar. Record the time taken for the dough todouble its size. For further investigations, salt isused. During investigation, highlight the need topractise scientific attitudes and noble values suchas honesty an accuracy in recording and verifyingdata.

A students is able to :

Identify variables in a given situation,

Identify the relationship between twovariables to form a hypothesis,

Design and carry out a simple experimentto test the hypothesis,

Record and present data in a suitable form,

Interpret data to draw conclusions

Write a report on an experiment

Practise scientific attitudes and noblevalues.

3

8/7/2019 HSP T4 2005 biology

4/51

THEME : INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA : 1.0 CELL STRUCTURE AND CELL ORGANISATION

Learningobjectives


1.1Understandingcell structureand function

Prepare and study slides ti compare theepidermal cells of onion or cells of hydrilla leafwith human cheek cells.

Observe, draw and label diagrams of an animalcell and a plant cell as seen through a lightmicroscope.

Study electron micrographs of animal cell toidentify cellular components of cell :

a) Plasma membrane and cell wall,

b) Cytoplasm,

c) Organelles :

i. Nucleus : nucleolus,chromosomes, nucleoplasm and nuclearmembrane,

ii. Rough and smooth endoplasmicreticulum,

iii. Mitochondria


draw and label an animal cell,

draw and label a plant cell,

identify the cellular components of ananimal cell,

Identify the cellular components of a plantcell,

4

8/7/2019 HSP T4 2005 biology

5/51

Learningobjectives Suggested Learning Activities Learning Outcomes

iv. Golgi apparatus,v. Lysosomes,vi. Ribosomes,vii. Chloroplasts,viii. Centrioles,ix. Vacuoles.

Work in small groups to match cellularcomponents to their functions.

Students presents a comparison between thestructure of an animal cell and a plant cell.

Discuss the relationship between the density ofcertain organelles with the function of specificcells :

a) Mitochondria with the function of spermcells, flight muscle cells in insects and birds,cells in the meristems,

b) Chloroplasts with the function of palisadecells.

State the functions of the cellular

components in an animal cell,

State the functions of the cellularcomponents is a plant cell,

Compare and contrast an animal cell and aplant cell

Relate the density of certain organelles withthe functions of specific cells.

5

8/7/2019 HSP T4 2005 biology

6/51

8/7/2019 HSP T4 2005 biology

7/51


1.3Appreciating theuniqueness ofthe cell

Discuss and predict the cell condition without aparticular cellular component.

Conduct a role-play activity to show that cellsbecome adapted for different functions.


Predict the state of certain cells without aparticular cellular component

Illustrate that most cells are specialized forthe job that they perform.

LEARNING AREA : 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

Learningobjectives


2.1Analysing the of

movement ofsubstancesacross theplasmamembrane

Discuss the following :

a) Substances that are required by cells,b) Substances to be eliminated from cellsc) The necessity for movement of substances

across the plasma membrance.


State the substances required by livingcells,

State the substances that have to beeliminated from cells,

Explain the necessity for movement ofsubstances across the plasma membrane

7

8/7/2019 HSP T4 2005 biology

8/51

Learningobjectives


Discuss the structure of the plasma membrane ascomprising the phospholipid bilayer, carrier proteinand pores

Conduct an experiment, using starch suspensionand glucose solution, to study the movement of

substances across egg membrane or Viskingtubing.

Discuss the movement of soluble substancesacross the plasma membrane through simplediffusion and facilitated diffusion.

Carry out an activity to show osmosis using asimple osmometer.

Discuss the movement of substances across theplasma membrane through active transport.

Conduct a simulation activity to show themovement of substances across the plasmamembrane through passive transport and activetransport.

Use computer simulation to show the movementof substances across the plasma membrane.

Describe the structure of the plasmamembrane,

Explain the movement of solublesubstances across the plasma membranethrough the process of passive transport,

Explain the movement of water moleculesacross the plasma membrane bt osmosis,

Explain the movement of substances acrossthe plasma membrane through the processof active transport,

8

8/7/2019 HSP T4 2005 biology

9/51

Learningobjectives


Discuss the processes of passive transport andactive transport in living organisms :

a) Gaseous exchange in the alveoli and bloodcapillaries (simple diffusion),

b) Absorption of digested food in the villus

(facilitated diffusion),c) Absorption of water by root hairs of a plant

(osmosis),d) Ion intake by root hairs of a plant (active

transport).

Construct a concept map on the movement ofsubstances across the plasma membrane.

Use a graphic organizer to compare and contrast

passive transport and active transport.

Explain the process of passive transport inliving organisms using examples,

Explain the process of active transport inliving organisms using examples,

Compare and contrast passive transport

and active transport.

2.2Understandingthe movement ofsubstancesacross theplasmamembrane ineveryday life

Carry out activities to study the effects ofhypotonic and hypertonic solutions on plant andanimal cells:

a) Plasmolysis and deplasmolysis in plantcells,

b) Haemolysis and crenation in red blood cells.

A students is able to:

Explain what hypotonic, hypertonic andisotonic solutions are,

Explain the effects of hypotonic, hypertonicand isotonic solutions on plant cell andanimal cell,

9

8/7/2019 HSP T4 2005 biology

10/51

Learningobjectives


Discuss the following:

a) Hypotonic, hypertonic and isotonic solutions,b) Plasmolysis, deplasmolysis, haemolysis and

crenation,c) Flaccidity and turgidity of plant cells.

Carry out an investigation using variousconcentrations of salt or sugar solutions todetermine the concentration of external solutionwhich is isotonic to the cell sap of plant tissues.

Discuss and make an inference on theconcentration of cell sap in plant tissues which isequivalent to the concentration of isotonicsolution.

Discuss and correlate the movement ofsubstances across the plasma membrane with thedifference in concentration of the external solutionand that of the cell sap.

Discuss the following :a) Wilting of plants caused by the excessive

use of chemical fertilizers,b) Preservation of food using salt or sugar.

Explain plasmolysis, deplasmolysis,haemolysis and crenation,

Design an experiment to determine theconcentration of external solution which isisotonic to cell sap,

Make an inference on the concentration ofcell sap in plant tissues,

Relate the movement of substances acrossplasma membrane with concentrationpradient,

Explain the phenomenon of wilting in plantsusing examples,

Explain the preservation of food usingexamples.

10

8/7/2019 HSP T4 2005 biology

11/51

8/7/2019 HSP T4 2005 biology

12/51

compounds in the cell,

Explain the importance of water in the cell.

Learningobjectives


3.2understandingcarbohydrates

Carry out small group discussion on the followingand present the findings :a) Elements in carbohydrates,

b) Types of carbohydrates, i.e.monosaccharides, disaccharides and

polysaccharides, using examples,c) The formation and breakdown of

disaccharides, such as maltose, sucrose andlactose,

d) The formation and breakdown ofpolysaccharides, such as starch, glycogenand cellulose.

Conduct an activity to differentiate betweenreducing and non-reducing sugars.

A students is able to:

State the elements in carbohydrates,

State the types of carbohydrates,

Explain the formation and breakdown ofdisaccharides and polysaccharides.

3.3Understandingproteins

Carry out small group discussion on the followingand present the findings:

a) Elements in protein, such as carbon,hydrogen, oxygen, sulphur, nitrogen andphosphorus,

b) Dipeptides and polypeptides,


State the elements in proteins,

State the various structures of proteins,

Explain the formation and breakdown of

12

8/7/2019 HSP T4 2005 biology

13/51

c) The formation and breakdown of dipeptidesand polypepetides,

dipeptides and polypepetides,

Learningobjectives


d) Essential amino acids and non-essentialamino acids.

Use charts to illustrate the various proteinstructures, i.e. primary, secondary, tertiary andquartenary.

Explain the meaning of essential aminoacids and non-essential amino acids.

3.4Understandinglipids

List the main types of lipids:

a) Fat,b) Oil,c) Wax,d) Phospholipids,e) Steroids, such as cholesterol , testosterone,

oestrogen, and progresterone.


a) Elements in lipids,b) Components of fats and oils,c) Formation and breakdown of fats and oils.

Use a graphic organizer to compare saturated fatsand unsaturated fats.


State the elements in lipids,

State the main types of lipids,

State the components of fats and oils.

Explain the formation and breakdown of fatsand oil,

Compare and contrast saturated fats andunsaturated fats.

13

8/7/2019 HSP T4 2005 biology

14/51

Learningobjectives


3.5Understandingenzymes

Discuss on the following :

a) What enzymes are,b) Enzymes requirement in the living process,c) General characteristics of enzyme,d) Naming of enzyme based on the substrate,

e) Sites of enzyme synthesis,f) Intracellular and extracellular enzymes and

examples.

Conduct a role-play activity to show theinvolvement of ribosomes, endoplasmic reticulumand Golgi body in the production of extracellularenzyme.

Conduct experiments to study the effects of pHand temperature on the activities of amylase andpepsin.

Discuss the effects of enzyme concentration andsubstrate concentration on enzyme activity.

Discuss the mechanism of enzyme action usingthe lock and key hypothesis.


State what enzymes are,

Explain why enzymes are needed in lifeprocesses,

List the general characteristics of enzymes,

Relate the name of enzyme to substrate,

State sites where enzymes are synthesized,

State the meaning of intracellular enzymesand extracellular enzymes,

Explain the involvement of specificorganelles in the productions of extracellularenzymes,

Explain the effects og pH, temperature,enzyme concentration, and substrateconcentration on enzyeme activity,

Explain the mechanism of enzyme action,

14

8/7/2019 HSP T4 2005 biology

15/51

Learningobjectives


Discuss and correlate pH, temperature, enzymeconcentration and substrate concentration onenzyme activity using the lock and key hypotesis.

Gather information from the Internet and othersources on the uses of enzymes in :

a) Daily life, e.g. tenderising meatb) Industry e.g. food processing and detergent

manufacturing.

Relate the mechanism of enzyme actionwith pH, temperature, enzyme concentrationand substrate concentration,

Explain the uses of enzymes in daily life andindustry using examples.

3.6Realising theimportance of thechemicalcomposition in

cell

Conduct a role play or story telling session topredict the conseguences of deficiency in one ofthe chemical components in the cell.

Predict the consequences of deficiency incarbohydrates, protein, lipids or enzymes inthe cell.

15

8/7/2019 HSP T4 2005 biology

16/51

8/7/2019 HSP T4 2005 biology

17/51


The perpetuity of living things such asregeneration of lizard tail, certain plant parts andthe healing of skin.

Gather information on diseases, including canceror tumour, caused by uncontrolled mitosis in livingthings.

Make a trip to a research institute to study tissueculture technique

Conduct a debate or forum on cloning issues.

Explain the importance of controlled mitosis,

Describe the application of knowledge onmitosis in cloning,

Explain the advantages and disadvantagesof cloning.

4.2understanding

meiosis


a) Trait inheritance in offsprings,b) The need to maintain diploid chromosomal

number from one generation to another,c) The nee to produce gametes with haploid

number of chromosomes,d) The uniqueness of diploid number of

chromosomes in organisms,e) The significance of meiosis,f) The type of cell that undergoes meiosis in

human, animals and plants.


State the necessity of trait inheritance inoffsprings for continuation of life,

State the necessity to maintain diploidchromosomal number from generation togeneration,

State the necessity for production of haploidgametes in sexual reproduction,

State the significance of meiosis,

Identify the type of cell that undergoesmeiosis,

17

8/7/2019 HSP T4 2005 biology

18/51


Observe the process of meiosis throughcomputerized animation, photomicrograph,prepared slides or video.

Use simulation activities to show changes inchromosome behaviour during meiosis I andmeiosis II

Use graphic organizers to compare and contrast :a) Meiosis I and meiosis II.b) Meiosis and mitosis.

Explain the process of meiosis,

Arrange the various stages of meiosis in thecorrect order,

Compare and contrast meiosis I andmeiosis II,

Compare and contrast meiosis and mitosis.

4.3appreciating themovement ofchromosomes

during mitosisand meiosis

a) Conduct a role-play.b) Avoid radioactive and carcinogenic

substances.


Describe what will happen when themovement of chromosomes during mitosisand meiosis do not occur in an orderly

manner. Know and avoid things that maybe harmful

18

8/7/2019 HSP T4 2005 biology

19/51

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 1.0 NUTRITION

Learningobjectives


1.1Understandingtypes of nutrition

Observe and identify types of nutrition in variousorganisms.

Discuss autotrophic and heterotrophic nutritionwith reference to chemosynthesis, photosynthesis,holozoic nutrition, saprophytism, and parasitism.

Use a graphic organizer to show the types ofnutrition.

Conduct an activity to classify various organismsaccording to types of nutrition.


State the types of nutrition Explain autotrophic nutrition,

Explain heterotrophic nutrition,

Classify organisms according to the types ofnutrition.

1.2applying theconcept ofbalanced diet


a) Requirements of a balanced diet,b) Factors affecting the daily energy

requirement such as age, sex, body weightand occupation.

Conduct an activity to determine the energy value


Explain the necessity for a balanced diet,

Explain the factors affecting the daily energyrequirement of the human body,

Determine the energy value in food

19

8/7/2019 HSP T4 2005 biology

20/51

in food samples. samples,


Design activities to test for the presence of starch,reducing sugar, non-reducing sugar, protein andlipid in food samples.

Conduct an experiment to determine the VitaminC content in various fruit juices.

Match the vitamins with their sources, functionsand effects of deficiency.

Match the minerals with their sources, functionsand effects of deficiency.

Discuss the sources, functions and deficiency ofroughage.

Discuss the sources and functions of water in the

body.

Carry out a group discussion to formulate andjustify an appropriate diet menu based on anutrient chart for the following target groups :

a) Pregnant mothers,b) Infants,

Determine the nutrient content in differentfood samples,

Explain the functions and sources ofvitamins in a diet to maintain health,

Explain the functions and sources ofminerals in a diet to maintain health,

Explain the functions and sources ofroughage / dietary fibre in a diet,

Explain the functions of water in the body,

Justify the selection of a appropriatebalanced diet for a target group.

20

8/7/2019 HSP T4 2005 biology

21/51

Learningobjectives


c) Children,d) Teenagers,e) Athletes,f) People with specific diseases,g) The aged,h) Vegetarians.

1.3Understandingmalnutrition


a) Meaning of malnutrition,

b) Effects of deficiency in proteins, vitamins,minerals, on health,

c) Effects of excessive intake of

carbohydrates, lipids, vitamins and mineralson health,

d) A diet low in saturated fats help reduce thechance of contracting cardiovasculardisease,

e) Ways to reduce the risk of high bloodpressure, diabetes mellitus andosteoporosis,

21

8/7/2019 HSP T4 2005 biology

22/51


1.4analyzing fooddigestion


a) Glucose, amino acids and lipids are alwaysrequired by the cell to carry out metabolicprocesses,

b) Complex substances like carbohydrates,proteins and lipids need to be digested.

Draw and label parts of the human digestivesystem.

Discuss the functions of digestive juices, includingsaliva, gastric juice, pancreatic juice, intestinaljuice and other substances, i.e. hydrochloric acidand bile, that aid the process of digestion.

Discuss the digestion of carbohydrates, proteinsand fats on the following aspects :

a) Specific location of each digestive process,b) Chewing of food,c) Movement of foodd) Glands involved,e) Digestive enzymes,f) Suitable pH for each enzyme action,


State the substances required by the cell tocarry out metabolic processes,

List the complex substances that need to bedigested,

Explain the necessity for digestion ofcomplex substances,

Draw and label the human digestive system,

State the digestive juices and substancesthat aid in the process of digestion inhuman,

Describe the functions of the digestivejuices and substances,

Explain the digestion of carbohydrates,proteins and lipids in the human body,

22

8/7/2019 HSP T4 2005 biology

23/51

g) Substrates and products.


Identify the parts of digestive system in ruminantsand rodents.

Discuss the digestion of cellulose in ruminants(eg. Cow) and rodents (rabbit).

Use graphic organizer to compare and contrastthe process of cellulose digestion in humans,ruminants and rodents.

Plan and conduct experiments to study theenzyme actions on starch and protein foodsamples.

Collect information and discuss problems relatedto food digestion :

a) Incomplete digestion of food,b) Bile stones preventing the flow of bile,c) Reduced production of specific digestive

enzyme.

Identify parts of digestive system inruminants and rodents involved in thedigestion of cellulose,

Describe the digestion of cellulose inruminants and rodents,

Compare and contrast the digestive processin humans, ruminants and rodents,

Design experiments to study the digestion ofstarch and proteins in food samples,

Describe problems relates to food digestion.

1.5understandingthe processes ofabsorption and

Examine models or diagrams of the digestivesystem and cross-section of the small intestine.


Identify the parts of the digestive systeminvolved in absorption of digested food,

23

8/7/2019 HSP T4 2005 biology

24/51

assimilation of With reference to the models or

Learningobjectives


digested food diagrams discuss the following :

a) Adaptation of the small intestine,b) Absorption process of amino acids, glucose,

fatty acids, glycerol, vitamins and minerals inthe villus.

Carry out an activity to study the movement ofsubstances through the Visking tubing.

Based on the above activity correlate themovement of food substances through the Viskingtubing with nutrient absorption in the smallintestine.

Discuss the absorption of water and minerals inthe colon.

Using diagrams, charts or computerizedanimation discuss :

a) The transport of amino acids, glucose, watersoluble vitamins and minerals by thecirculatory systemi) From the small intestine to the liver

Explain the adaptive characteristic of thedigestive system relates to absorption,

Draw and labels the structure of a villus,

Explain the process of absorption in the

villus,

Make an analogy on the process ofabsorption in the small intestine,

Explain the absorption of water and

minerals in the colon,

Describe the transport of nutrients by thecirculatory system for assimilation,

24

8/7/2019 HSP T4 2005 biology

25/51

through the hepatic portal vein

Learningobjectives


ii) From the liver to the body cells,b) Transport of lipids and fat soluble vitamins.

Make a schematic diagram to show the transportof nutrients from the intestine to the body cells.

Discuss the following functions of the liver :

a) Storage of nutrients,b) Processing the products of digestion i.e.

excess glucose and amino acids,c) Detoxification.

Discuss the process of assimilation by the bodycells.

Explain the main functions of the liver,

Describe the process of assimilation.

1.6Understandingthe information offaeces anddefection

With reference to diagrams, chart or model of thedigestive system, identify the colon and rectum.



Identify the part of the digestive systemwhere the formation of faeces takes place,

25

8/7/2019 HSP T4 2005 biology

26/51

Learningobjectives


a) The information of faeces,b) The role of microorganisms in the colon,c) Effects of antibiotics on the microorganisms

in the colon,d) What defection is,e) The importance of defection,f) Importance of high fibre diets,g) Defection related problems, i.e. constipation,

colon cancer and haermorrhoids.

Describe the formation of faeces,

Explain the role of microorganisms in thecolon and the effect of antibiotics on them,

Explain what defecation is,

Explain the importance of defecation

Explain the importance of high fibre diets, Describe the problems related to

defecations

1.7evaluating eatinghabits


a) Relationship between eating habits andhealth problems such as :i) Gastritis,

ii) Obesityiii) Anorexia nervosa,iv) Bulimia,

b) Evaluate the nutrient contents of food basedon food labels or advertisements,

c) Evaluate the eating habits of classmates.


Relate eating habits with health problems,

Evaluate critically whether a particulareating habit is good or bad.

26

8/7/2019 HSP T4 2005 biology

27/51

Learningobjectives


1.8Realizing theimportance of ahealthy digestivesystem

Conduct an activity to predict the effects of adefective system.

Conduct a discussion on ways to take care of thedigestive system, such as good eating habits,avoid junk food, try to cut down on sweet and fatty

foods.


Predict the effects of a defective digestivesystem on health,

Take care of the digestive system for oneswell-being.

1.9Understandingthe importance ofmacronutrientsandmicronutrients inplants


a) The elements required by plants,b) Classify the elements required by plants

based on the amount needed :i) Macronutrients consisting of carbon,

hydrogen, oxygen, nitrogen,phosphorus, potassium, calcium,magnesium and sulphur,

ii) Micronutrients consisting of boron,molybdenum, zinc, manganese, copperand ferum.

Plan and conduct an experiment on plants tostudy the effects of macronutrient deficiency i.e.nitrogen, phosphorus, potassium, calcium,


list elements required by plants,

classify elements required by plants basedon the amount needed,

design an experiment to study the effects ofmacronutrient deficiency in plant

27

8/7/2019 HSP T4 2005 biology

28/51

magnesium and sulphur.

Learningobjectives


Discuss and correlate the effects ofmacronutrients deficiency with the function of themacronutrients based on the results of theexperiment.

Collect and interpret data from various sourcessuch as the Internet on the function of each

macronutrient in plants.

Discuss the functions of micronutrients and effectsof micronutrient deficiency in plants.

Relate the effects of macronutrientdeficiency with the function ofmicronutrients,

Explain the function each macronutrient inplants,

State the function of micronutrient in plants,

State the effects of micronutrient deficiencyin plants,

1.10Understandingphotosynthesis Students read about the discovery of

photosynthesis and extract important facts from it.

Study a cross-sectional model of a leaf. Draw andlabel it.


A student is able :

Describe the development that leads to thediscovery of photosynthesis,

State the substances required forphotosynthesis,

State the substances produced fromphotosynthesis,

Draw and label the cross-section of a leaf,

State the function of each part of the leaf

28

8/7/2019 HSP T4 2005 biology

29/51

a) Functions of the parts of a leaf with respect to photosynthesis,

Learningobjectives


b) Adaptation of the leaf for optimalphotosynthesis.

Carry out an activity to investigate the adaptationof plants such as hibiscus, water lily, Hydrilla andcactus with respect to:

a) Distribution of stomata,b) Distribution of chloroplasts.

Explain how plants from different habitatsare adapted to carry out photosynthesis.

1.11Understandingthe mechanismof photosynthesis

With reference to the structure of chloroplastdiscuss the light and dark reactions ofphotosynthesis with respect to:

a) Substances required.b) Location of reaction.

c) Products of reaction.

Draw a simple schematic diagram of the light anddark reactions in photosynthesis.

Discuss the following:a) Compare and contrast the light reaction and

dark reaction in photosynthesis,b) Correlate light reaction with dark reaction in

photosynthesis.


Identify the parts of chloroplast related tophotosynthesis,

Explain the light reaction of photosynthesis,

Explain the dark reaction of photosynthesis.

Compare and contrast light reaction anddark reaction in photosynthesis,

Relate light reaction with dark reaction inphotosynthesis,

29

8/7/2019 HSP T4 2005 biology

30/51

8/7/2019 HSP T4 2005 biology

31/51

Learningobjectives


Plan a strategy based on factors affecting the rateof photosynthesis to ensure crop productionthroughout the year in countries with fourseasons.

Identify some ways to meet the need ofincreasing the productivity of crops basedon factors affecting the rate ofphotosynthesis.

1.13Practising a

caring attitudetowards plants

Compose a poem or lyric of a song to showappreciation of the role of photosynthesis in

ensuring the perpetuation of life.

Conduct a planting project in the science resourcegarden or school compound.

A student is able to L

Tell why we need to take good care ofplants,

Identify cases of mishandling or destructionof plants.

1.14Understandingthe technologyused in food

production


a) The quantify of food needed for the present

and future population of the country,b) The need for improving the quality and

quantity of food for the country in line withthe national food production policy,

c) Effort by various agencies to diversity foodproduction,

d) Methods used to improve the quality andquantity of food production through thefollowing :


Explain the need for improving the qualityand quantity of food,

Explain the effort to diversity foodproduction,

Explain ways to improve the quality andquantity of food production in the country.

31

8/7/2019 HSP T4 2005 biology

32/51

8/7/2019 HSP T4 2005 biology

33/51

Learningobjectives


Prepare a portfolio on the technologicaldevelopment of food processing from the earlydays till the present.

Correlate the following food processing methodswith factors causing food spoilage :

i) Cooking,

ii) Using salt, sugar and vinegar,iii) Fermentation process,iv) Drying,v) Pasteurization,vi) Canning,vii) Refrigeration,

Conduct a forum entitled The effects ofprocessed food on health.

Describe the development of foodprocessing technology,

Relate food processing methods with factorscausing food spoilage,

Assess the methods of food processing tojustify the choice of consuming certainprocessed food.

33

8/7/2019 HSP T4 2005 biology

34/51

THEME : INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA : 2.0 RESPIRATION

Learningobjectives


2.1Understandingthe respiratoryprocess in

energyproduction


a) Living processes require energy,

b) The main substrate for respiration, that isglucose, is obtained from the following :

The digestion of carbohydrates inhuman and animals,

The process of photosynthesis inplants.

Carry out a discussion on the types of respiration.

Carry out an activity to show aerobic respiration.

Discuss the energy production in aerobicproduction in aerobic respiration.


State that all living processes requireenergy,

Identify the main substrate for producingenergy,

State the two types of respiration,

Explain what cell respiration is,

Explain the energy production from glucoseduring the process of aerobic respiration,

34

8/7/2019 HSP T4 2005 biology

35/51

Learningobjectives


Conduct an experiment to investigate anaerobicrespiration in yeast.


a) Condition leading to anaerobic respiration incells,

b) The process of anaerobic respiration in

human muscles.

Use a graphic organizer to compare and contrastaerobic respiration with anaerobic respiration withanaerobic respiration.

State the conditions leading to anaerobicrespiration in cells,

Explain the process of anaerobic respirationin yeast,

Explain the process of anaerobic respirationin human muscles,

Write the chemical equations for aerobicand anaerobic respiration,

Compare and contrast aerobic respirationwith anaerobic respiration.

2.2

Analyzing therespiratorystructures andbreathingmechanisms inhuman andanimal

Observe graphics and live specimens and discuss

the respiratory structures in human and otherorganisms including protozoa, insects, fish andamphibians.

Conduct an activity to compare the total surfacearea of a flat card with a corrugated card, andcorrelate the increase in total surface area withthe modified surface structure.


State the respiratory structures in humanand some animals,

Make an inference on the variousadaptations of the respiratory structures,

35

8/7/2019 HSP T4 2005 biology

36/51

Learningobjectives


Discuss the relationship between the total surfacearea of the respiratory structures and theefficiency of gaseous exchange in variousorganisms.

Observe the respiratory structures to generalizethe characteristics of the respiratory surfaces inhuman and other organisms such as protozoa,

insects, fish and amphibians.

Construct or use a model that can be manipulatedto explain the breathing mechanism in human.Discuss the breathing mechanism of otherorganisms such as protozoa, insects, fish andamphibians.

Use graphic organizer to compare and contrast

the human respiratory system with that of otherorganism.

Describe the characteristics of respiratorysurfaces in human and other organisms,

Describe the breathing mechanism inhuman and other organisms

Compare and contrast the humanrespiratory system with that of other

organisms.

2.3Understandingthe concept ofgaseousexchange across

Using diagram, discuss the process of gaseousexchange across the surface of the alveolus andblood capillaries in the lungs in relation to :

a) The difference in partial pressure of


Describe the process of gaseous exchangeacross the surface of the alveolus and bloodcapillaries in the lungs,

36

8/7/2019 HSP T4 2005 biology

37/51

Learningobjectives


the respiratorysurfaces andtransport ofgases in human

respiratory gases in the air of the alveolusand blood capillaries in the lungs, i.e :i) Partial pressure of oxygen is higher in

the air of the alveolus compared to thepartial pressure oxygen in the bloodcapillaries,

ii) Partial pressure of carbon dioxide is

lower in the air of the alveoluscompared to the partial pressure ofcarbon dioxide in the blood capillaries.

b) The difference in partial pressure of oxygenand carbon dioxide in the blood entering thealveolus with the blood leaving the alveolusi.e:

i) Partial pressure of oxygen is lower in

the blood entering the alveoluscompared to the partial pressure ofoxygen in the blood leaving thealveolus.

ii) Partial pressure of carbon dioxide ishigher in the blood entering thealveolus compared to the partialpressure of carbon dioxide in the bloodleaving the alveolus.

37

8/7/2019 HSP T4 2005 biology

38/51

Learningobjectives



a) The transport of respiratory gases in human,b) The exchange of respiratory gases between

the blood and body cells.

Use schematic diagram to explain the exchangeand transport of respiratory gases in human.

Conduct an experiment to investigate thedifferences between inhaled and exhaled air interms of oxygen, carbon dioxide and heat content.

Study the process of respiratory gas exchangeand transport using simulations and computerizedanimations.

Explain the transport of respiratory gases,

Explain the process of gaseous exchangebetween the blood and body cells,

Distinguish the composition of inhaled andexhaled air.

2.4Understandingthe regulatorymechanism inrespiration

Conduct an experiment to study the effects of avigorous exercise on the rate of respiration andrate of heart beat.

Conduct a discussion on the following :

a) Correlate the rate of respiration with theoxygen and carbon dioxide contents in thebody,


Describe the change in rate of respirationafter completing a vigorous exercise,

Correlate the rate of respiration with theoxygen and carbon dioxide content in thebody,

38

8/7/2019 HSP T4 2005 biology

39/51

Learningobjectives


b) Regulatory mechanism of oxygen andcarbon dioxide contents in the body.

Conduct a discussion on human respiratoryresponse, rate of respiration and rate of heart beatin different situations :

a) Vigorous activities such as swimming,

running, aerobic exercise, mountain climbingand playing badminton,b) Relaxing,c) Fear.

Explain the regulatory mechanism of oxygenand carbon dioxide content in the body,

Explain the human respiratory response andrate of respiration in different situations,

Correlate the rate of respiration with the rateof heart beat.

2.5Realizing theimportance ofmaintaining ahealthy

respiratorysystem

Discuss the habits to be cultivated or avoided toensure the efficient function of the respiratoryorgans.

Conduct an experiment to show the effects of

cigarette smoke on white cotton wool and draw ananalogy between the lungs and the white cottonwool.

Show photographs of damaged lungs (cancer)due to smoking.


Care and maintain efficient function of therespiratory organs.

39

8/7/2019 HSP T4 2005 biology

40/51

Learningobjectives


2.6Understandingrespiration inplants


a) The lower energy requirement of plantscompared to animals for living processes,

b) The intake of oxygen by plants forrespiration.

Draw a diagram to show the intake of oxygen inplants.

Discuss the anaerobic respiration carried out byrice plants in a paddy field or other plants incertain situations like flooding.

Use a graphic organizer to compare the processof respiration with the process of photosynthesisin plants.


a) Meaning of compensation point,b) Correlate light intensity with compensation

point from graph.

Visualize and describe the effect on living thingswhen the rate of photosynthesis and rate ofRespiration remains at compensation point.


Describe the energy requirement in plants,

Explain the intake of oxygen for respiration,

Explain aerobic respiration in plants,

Explain anaerobic respiration in plantsunder certain conditions,

Explain what compensation point is,

Relate light intensity with the attainment ofcompensation point,

Predict the situation when the rate ofphotosynthesis and rate of respirationremains at compensation point.

40

8/7/2019 HSP T4 2005 biology

41/51

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA : 1.0 DYNAMIC ECOSYSTEM

Learningobjectives


1.1Understandingthe abiotic andbiotic

components ofthe environment.

Conduct a field study to :

a) Identify the abiotic components including pH,temperature, light intensity, humidity,

topography, and the microclimate of anecosystem,

b) Identity the biotic components of anecosystem,

c) Investigate the feeding relationships of thebiotic components to construct the foodchains and food webs, and classify the bioticcomponents into tropic levels,

d) Investigate the interaction between bioticcomponents as follows :i) Symbiosis among plants and animals

encompassing the following :

- Commensalisms,

- Parasitism,

- Mutualism,ii) Saprophytism,iii) Predator prey interaction.


Identify the abiotic components of anecosystem,

Identify the biotic components of anecosystem,

Classify biotic components into trophiclevels,

Explain the interactions between bioticcomponents in relation to feeding, usingexamples,

Explain the interaction between bioticcomponents in relation to competition, usingexamples.

41

8/7/2019 HSP T4 2005 biology

42/51

Learningobjectives


e) Investigate the interaction between bioticcomponents in relation to competition, whichare :i) Intraspecific competiton,ii) Interspecific competition.

Conduct an experiment to study the intraspecificcompetition and interspecific competition of plants,

e.g. maize and rice.

Collect and interpret data to study intraspecificcompetition and interspecific competition incolvingParamecium, for example Paramecium Aureliaand Paramecium caudatum.

1.2Understanding

the processes ofcolonization andsuccession in anecosystem

Conduct a field study on an ecosystem i.e amangrove swamp or a pond to :

a) Identify the niche, habitat, community andpopulation,

b) Investigate the process of colonization,c) Investigate the process of succession,d) Identify pioneer species, successor species,

dominant species and climax community,e) Identify the adaptive characteristics of

pioneer species and subsequent species in


State what an ecosystem is, Identify the niche, habitat, community and

population of an ecosystem,

Explain the process of colonization,

Explain the process of succession,

Identify the successors in an ecosystem,

Identify the dominant species in anecosystem

Identify the adaptive characteristic ofpioneer species,

42

8/7/2019 HSP T4 2005 biology

43/51

8/7/2019 HSP T4 2005 biology

44/51

Learningobjectives


Based on the above study discuss the distributionof an organism in a habitat.Discuss and correlate the change in populationdistribution of an organism with the changes ineach of the abiotic factors.

Plan and conduct an experiment to study therelationship of population distribution of an

organism with changes in any one of the abioticfactors such as pH, temperature light intensity andhumidity.Suggested organisms :Pleurococcus, Lemna

Correlate the change in populationdistribution of an organism with the changesin each of the abiotic factors,

Design an experiment to investigate theeffect of a change in any one of the abiotic

factors on the population growth rate of anorganism.

1.4Understandingthe concept of

biodiversity

Discuss the following :a) Meaning of biodiversity,

b) Need for the classification system oforganisms.

Gather information on the following :a) The five kingdoms in the classifications of

organisms,which are Monera, Protista,Fungi, Plantae and animalia,

b) Main characteristics of organisms in eachkingdom


Explain the meaning of biodiversity,

Explain the need for classification oforganisms,

State the five kingdoms used in theclassification of organisms,

Identify the main characteristics oforganisms in each kingdom,

44

8/7/2019 HSP T4 2005 biology

45/51

Learningobjectives


c) Examples of organisms in each kingdom,


a) The hierarchy in the classification oforganisms from kingdom to species,

b) The method of naming a number ofvertebrates and local flowering plants, using

the Linnaeus binomial system,c) The importance of biodiversity.

Conduct a field trip to create awareness ofbiodiversity of an ecosystem.

List examples of organisms in eachkingdom,

State the hierarchy in the classification oforganisms, using examples

Explain through examples, the method ofnaming organisms using the Linnaeus

binomial system, Explain the importance of biodiversity.

1.5Understandingthe impact of

microorganismson life

Using charts, slides and photomicrographs,identify and list various types of microorganisms

i,e, protozoa, algae, fungi, bacteria and virus.

Conduct an experiment to study the effects oftemperature, pH, light and nutrients on the activityof microorganisms e.g. Bacillus subtilis or yeast.

Gather information and discuss the role of usefulmicroorganisms in the following :a) Decomposition,b) Nitrogen cycle


Classify various types of microorganisms

based on their basic characteristic,

State the abiotic components affecting theactivity of microorganisms,

Explain the effect of a change in eachabiotic component on the activity ofmicroorganisms,

45

8/7/2019 HSP T4 2005 biology

46/51

Learningobjectives


c) Alimentary canal of termited) Digestive system in human.

Gather information and discuss the effects ofharmful micro-organisms :

a) Causing diseases,b) Spoilage of food and substances.

Gather information and present the findings on thefollowing :a) Pathogens, vectors, symptoms, and

methods in transmission of diseases such asmalaria, dengue fever, cholera, ringworm,food poisoning, AIDS, hepatitis, and SARS,

b) Methods to control pathogens including theuse of antibiotics, vaccines, antiseptic anddisinfectants.

Gather information and present the uses ofmicroorganisms in biotechnology, such as :a) Production of antibiotics and vaccines,b) Cleaning of oil spills,c) Waste treatment,d) Food processing,e) Production of bioplastic,f) Production of energy from biomass.

Explain the role of useful microorganisms,

Explain the effect of harmful micro-organisms,

Explain the meaning of pathogen,

Identify the pathogen, vector and symptomsof one particular disease,

Explain how the disease spreads,

Describe the methods for controllingpathogen,

Explain the use of microorganism inbiotechnology, using examples.

46

8/7/2019 HSP T4 2005 biology

47/51

Learningobjectives


1.6Appreciatingbiodiversity

Conduct a forum to discuss the importance ofpreservation and conservation of biodiversity.

Conduct an activity to preserve and conservevarious living things around us.


Justify the importance of preservation andconservation of biodiversity.

Preserve and conserve various living thingsaround him/her.

THEME : INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA : 2.0 ENDANGERED ECOSYSTEM

Learningobjectives


2.1Evaluatinghuman activitiesthat endanger anecosystem


a) Human activities that threaten theecosystem,

b) The impact of human activities on theecosystem,

c) The effects of unplanned development andmismanagement of the ecosystem, such as :i) Soil erosion,ii) Flash flood,iii) Landslide


Identify human activities that threaten theecosystem,

Explain the impact of human activities onthe ecosystem,

Evaluate critically the effects of unplanneddevelopment and mismanagement of theecosystem,

47

8/7/2019 HSP T4 2005 biology

48/51

Learningobjectives


iii) Landslide,iv) Eutrofication,v) Water, air, thermal and noise pollution,vi) Global warming,vii) Ozone depletion,viii) Climatic changeix) Extinction of living things,x) Deforestation,

d) Types of pollution and sources of pollution,e) Effects of pollution on the following :i) Human health (diseases affecting the

respiratory system, skin problems,conjunctivitis, cancer and cholera),

ii) Animal and plant habitats,iii) Buildings,iv) Agriculture,v) Climate.

Conduct an experiment to compare solidpollutants in the air of different environments andmake an inference on the sources of pollution.

Conduct an activity to analyse data on air pollutionindex of some cities within and outside thecountry, and make an inference on the sources ofpollution.

Describe types of pollution and sources ofpollution,

Explain the effects of pollution on livingthings and the environment,

Compare and contrast pollutants in the air

from different environments, State the sources of air pollution,

Interpret data on the level of air pollution insome cities,

Make an inference on the sources of airpollution in some cities,

48

8/7/2019 HSP T4 2005 biology

49/51

Learningobjectives


Conduct an activity to analyse data on waterpollution, such as Biochemical Oxygen Demand(BOD) value and content of heavy metals in somerivers, and make an inference on the sources ofpollution.

Conduct activities to formulate a strategy toreduce the level of air and water pollution in a

particular location by :a) Analyzing information on the population,such as the size of population, socio-economic activities, and level of air andwater pollution,

b) Conducting an activity to predict the level ofair and water pollution at a particular locationwithin the next ten years,

c) Preparing an action plan consisting of astrategy to reduce the level of air and waterpollution at that particular location within thenext ten years.

Interpret data on the level of water pollutionin some rivers,

Make an inference on the sources of waterpollution in some rivers,

Predict the level of air and water pollution ina particular location within the next tenyears,

Suggest strategies to solve problemsrelated to air and water pollution in aparticular location within the next ten years.

2.2Understandingthe greenhouseeffect andthinning of theozone layer.


a) Greenhouse effect, including its cause andeffect,


Explain what greenhouse effect is,

49

8/7/2019 HSP T4 2005 biology

50/51

Learningobjectives


b) Concentration of carbon dioxide in theatmosphere and correlate in with globalwarming,

c) Ozone depletion, including its cause andeffect,

d) Impact of ozone depletion and globalwarming on the ecosystem.

Correlate the concentration of carbondioxide in the atmosphere with globalwarming,

Explain the thinning of the ozone layer,

Explain the impact of thinning of the ozonelayer and global warming on the ecosystem.

2.3Realising theimportance ofpropermanagement ofdevelopmentactivities and theecosystem

Conduct a debate on the need for development toimprove the quality of life and to meet therequirements of an increasing population.

Discuss the effects of an increase in population onthe ecosystem.

Carry out small group discussion on the following

and present the findings :a) Implementation of laws,b) Use of technology,c) Educations on the management of resource,

including the reduce, reuse, and recycle ofresources,

d) Preservation and conservation of soil, water,flora and fauna of forests and mangroveswamps,


Justify the need for development,

Explain the effects of increase in populationon the ecosystem,

Explain measures taken in the management

of development activities and the ecosystemto ensure a balance of nature is maintained.

50

8/7/2019 HSP T4 2005 biology

51/51

Learningobjectives


e) Practice of biological control,f) Use of renewable energy,g) Efficient use of energy.

Conduct activities to care for the followingecosystem in school and at home :a) Fish pondsb) Gardens.

Plan and conduct a programme related to themanagement of the ecosystem, for example,Environment Day.

Care for the ecosystem,

Participate in activities related to the

management of the ecosystem.

Learningobjectives.com[D:Biologi/F:Biology/A:]AKABDR/rs

51

HSP T4 2005 biology

Documents

Transcript of HSP T4 2005 biology